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Author 



Title 



Imprint 



16—47372-2 



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THE MULTIPLICATION 



CHANT 



AND 



^>7f4' 



^ 



GESTURE DRILL. 

A New and Attractive Arrangement of the Multiplication Tables 
for Primary and Kindergarten Work. 

BY 

.. LIZZIE STANLeV MARTYN, 



AUTHOR OF 



Arithmetical Rules in Rhyme." 



1x1 




3x7 



21 



9x9 



81 



11x11 



121 



LIGHT AND HEAT COME FROM THE SUN. 



o 



Copyrighted by Lizzie Stanley Martyn, 92 Hodge Ave. 
Buffalo, N. Y. 

All Rights Reserved. 



o 



'^^ ' 






PREFACE. 



That there is nothing new under the sun is 
exempHfied in this book, so far as the introduction 
of one of the old fundamental rules of arithmetic, to 
wit : Multiplication. 

This rule being the basis of all mathematical calcu- 
tions from remote time, a thorough knowledge of it, is 
of the utmost importance. 

Therefore j:he difficulties ever experienced hereto- 
fore in acquiring this knowledge are not encountered 
here ; for the author has endeavored to present a new, 
arrangement of the multiplication tables, so attractive 
and so interesting, that it cannot fail to win the piipll's 
closest attention, while affording a certarp degree of 
amusement. 

Believing that true education proceeds only from 
an enthusiastic interest in the subject) handled, tlie 
study of the tables has been rendered pleasant by 
introducing into tlieir construction varic^d colors to 
charm the eye, novel coml)inations to accelerate tlie 



mental forces,^ancl a fhyme at the clgse of each set of 
numbers that will not onlyi)e of assi^ance in memoriz- 
ing, but, containing in itself ''a piece of useful information, 
be suggestive of. an object lesson. 

The gesture drill, explanation of which will be 
given before each lessgn, can be made an exercise in 
caMsthenics that will be found most enjoyable and 
beneficial, as it combines mental work with graceful 
physical development. 

It will be readily understood from the plan given 
in this book that a thorough knowledge of the multipli- 
cation tables can be easily acquired and ever retained. 

This work is adapted to the wants of Kindergarten 
School's and the Primary Departments of the Grammar 
Schools. 

It has been practically tested and has received the 
hearty commendations of many of the best teachers. 

It is, therefore, respectfully offered to the public by 
the author, 

LIZZIE STANLEY MA'RTYN. 



APPHOVED BY 

I 

JAliflES F. CROOKER, Esq., 

Superintendent of Education, 

BUFFALO, N. Y. 
PROF. JAMES M. CASSETY, 

Principal of The State Normal School, 

BUFFALO, N. Y. 
PROF. HENRY ^ P. EMERSON, 

Principal of The Buffalo High School, 

BUFFALO, N. Y. 

HENRY F. FULLERTON, M, D., 

Principal of Graihmar School No. i6, 

BUFFALO, N. Y, 
MISS ANNA K. EGGLES.TON, . ^ 

Teacher of Methods, The State Normal School, 

- BUFFALO, N. Y. 



INTRODUCTION TQ THE DRILL. 



We are a rule of import great, 
We drive our stakes far in; 

The foundations of a mighty structure, 
Right with us begin. 

Our workmen are the busy factors 
Multiplier and Multiplicand ; 

Multiplying them together 

Brings the Product quick to hand. 

Now if we have the Product 
And one of the factors too, 

Divide and the other factor 
Comes quickly mto view. 

The sign we ernploy is this X 
We multiply what it's between, 

Calling it by the name of Times, 
And the Product again is seen. 

We are a rule of import great, 
We drive our stakes far in; - 

All mathematical problems. 
Acknowledge us as kin. 



MODEL OF THE HOOP. 




10 



* WHAT TO USE IN THE DRILL 

A wooden hoop, (such as is used for embroidery) 
ten inches in diameter and trimmed with red, yellow and 
blue ribbons. " 

Fasten a piece of colored cardboard to the top of 
the hoop; on both sides of this cardboard print " 
'TRODUCT." 

Cut two pieces of cardboard, one of green, the 
other of red; and each two inches by eight; glue them 
together, then print on one side ''MULTIPLIER" and 
on the other "MULTIPLICAND." 

P^asten it loosely with a ribbon or cord to the lower 
part of the hoop according to the model. 

' COSTUMES. 

White costumes of any material. Red, )ellow and 
blue sashes and white turbans. 



GESTURES OF THE INTRODUCTORY 

RHYME. 

Stand erect, facing the audience with heads up and 
shoulders thrown back. Recite with earnestness knd 
vim. 

• I. 
(a) Left hand down and clenched (as tKough 
' holding a stake) on words '.'zt^^ (^/7^'^." 

(d) Right hand dowrt and clenched (as though 
driving a stake) on words '^/a?^ in.'' 

{c) Wave right hand toward the ground on words 
'' the fo7tndationsy 

/ i^d) Bring right hand upward on words ''of;a 
"* mighty structured 

(e) Right hand on breast on words '' ec^^y/^ ?/i-." 

II. 

(a) Right hand wave to the right on words "(9?/r 
workmeny While the rio-ht hand makes the motion 
the left hand should be placed on the hoop, which can 
be on a wire hook at the belt. 

{b) Lift up hoop from the left hand, place left 
hand on the multiplier on th.^ word '' m7iltiplie7'.'' 

(<:) Turn the cardboard and place left hand on 
the multiplicand on the word ''multiplicand.'' 

(d) Head placed against the hoop which should 
be held with the right hand — the left beihg placed upon 
the cardboard pendulum on the words ''them iogethery 

[e) Right hand raised with the hoop on the words 
"the product," This, motion should be an enthusiastic 
one. 

12 



III. 

(a) Bring right hand down slowly until the hoop 
is on a level with the shoulder on the words ''now if we 
have!' 

{b) Left hand points to one of the factors on the 
words '' and oner 

{c) Draw the pendulum through the hoop on the 
word ''divided 

{d) Draw it through in such i manner that the 
other factor is in view, with right hand »upon it ; finish 
verse. 

IV. 

{a) Slip hoop over right hand. 

id) Arms' crossed upon the breast on words "we 
employ y 

. {c) Take hoop from right arm on the words "call- 
ing ity 

(a) Take hoop from left hand on words *'<2;2(^//^^." 
(e) Raise hoop high up with the right hand on 

the word "again!' 

Look up at the hoop with a delighted expression 
and recite in a most enthusiastic manner. 

V. 
{a) Gestures of the first two lines the same as 
those of the first verse. 

(b) Wave the hoop far to the right on the words 
"all mathematical!' 

(c) A low bow on the word "us!' ^ 

(d) Right hand on breast on the word "kin!' 

REMARKS. 

(a) It will be observed that the numbers in the 
colored spaces represent all the. products oi the multipli- 
cation tables. 

{b) The ptipils should thoroughly learn each line 
of the lessQn before the drill is given. 

{c) There is ho necessity to hurry the lessons, for 
when they are once mastered they are mastered for- 
ever. 

{d) Division can also be easily taught from the 
arrangement given of the multiplication tables. 

13 



EXPLANATION OF LESSON ONE. 



The numbers' in the colored spaces 
represent all the 7'esults of the multipH- 
cation tables ending in ONE. 

DRILL. 

a Once one is one. 

^' Light" and heat come from the sun." 

Three times seven are twenty-one. 
*' Light and heat come from the sun." 

c Eleven times eleven are one hun- 
dred and twenty-one. 

*^ Light and heat come from the sun" 

GESTURES. 

[d) In an erect standing position repeat ''once one is 

one." 
{b) Turn fully to the left on the word ''lights 
{c) Raije hands and eyes on the words "a7td heat^ 
(d) Finish rhyme in same position. 
{e) Proceed with each line in a similar way. 

SUGGESTIONS FOR AX OBJECT LESSON. 

(a) The distance of the earth from the sun. 

(b) The size of the sun. 

(c) The velocity of light, etc. 

14 





LESSON ONE. 


<£ 


_ ' ' 




*■ 


* 


1x1 


3x7 


9x9 


11x11 




/ 


^ 




1* 


21 


81 


121 


Light and Heat Come 
from the Sun. 



SUN 

15 



EXPLANATION OP LESSON TWO, 



The numbers in the colored spaces 
represent all the results of the multiplica- 
tion tables endincr in T\A^O. 

In the Ime havmor twelve fo. a result 
repeat next line before saying the rhyme ; 
thus 3x4, 2x6, are 12: 1*1x2 are 22'. 

Prmiarv colors, red, yellow, and blue. 
Do not say and between the combi- 
nations, but 8x9, 12x6, are 72. 

GESTURES. 

a In an erect standing pgsition re- 
peat each Ime with its accompanying 
rhyme. 

b Step back with the 'right foot on 
the word '' primary T 

c Lift up the right hand in which 
should be the hoop on the word ''colors J' 

of Finish rhvme in same position. 

Suggestions for an Object Lesson. 
a The formation of the rainbow. 

b The rich and varied colors of na- 
ture. ^ 

c The different seasons, etc. 

16 







LESSON 


TWO 


■ 






3x4 








8x9 




2x1 


2x6 


11x2 


4x8 6x7 6x12 


!|x|2 


2 


IS 


laJss 


42 


7|| 132 


f 

• 

Primary Colors, Red, 


Yellow and Blue. 





BLUE. 

17 



The numbers In., the colored spaces 
♦-epresent all the res^dti of the multipli- 
cation tables ending in three. 

- • 

DRILL. 

This rhyme should be repeated be- 
fore each line. - ' 

GESTURES. 

a . St^ to the right on the' word 
''honey." 

b Raise right hand, leaning toward 
the right on wards ''is made." 

. -, . ^ - . . , "' 

c Finish rhyme in same position. 

d Resume erect position and hum . 
like a^bee. 

Suggestions ^or. an Object Lesson. 

' a The different industries. 

* 
« 

b^ The three/kingdoms, etc. 

18 



LESSON THREE. 





■ • 










3x1 


3x11 


7x9 


1^ 


^33^ 


63 


1' 


Honey is made by the 


busy bee. 


o 


/ 


• 



19 



EXPLANATION Of LESSON FOUR. 



• The numbers in the colored spaces 
reprtstnt a// f/te res^d^s of the multipH- 
cation'tables ending in FOUR. 



. DRILL. 

Repeat each Hne with its accompany- 
ing rhyme. 

In the hne of which 15 is the result, 
repeat the next line before saying the 
rhyme. 

GESTURES. 

The time step used in Soldiery ^ 

Suggestions for an Object Lesson. 
^a Description of a battle. 
b The causes of war, etc. 



LESION FOUR. 







' 




< 












3x8 




, .' 






' 


4x1 




■64 












2x2 


7^2 


2x12 


114 


9x6 


8^8 


7x12 


12 

X 

12 


4 


14j 


S4 


44 


54 


64 


84 


■m 


A body of troops is 
called a corps. 



CORPS. 

21 , 



EXPLANATION OF LESSON FIVE. 



The numbers In the colored spaces 
represent all the residts of the multipH- 
cation tables ending in FIVE.' 

DRILL. 

Repeat each line with its accompany- 
ing rhyme. 

• . . . 

In the line of which 15 is the result, 

repeat the next line before saying* the 

rhyme. 

GESTURES. 

a Step and lean towardright on ''the.'' 
h Form a tube with both hands and 

lift to mouth on the syllable '' tel." 

^' . ' . ' 

c Finish rhyme, speaking through 
this tube. 

^ Suggestions for an Object Lesson.- 
a The inventions, etc. 

22- ' ^ 



LESSON FIVE 















5x1 

1 


3x5 


5x5 


7x5 


9x5 


11x5 


Q'^W 


W 


45 PM 


The telephone Edison 
did contrive. 



CONTRIVE. 

23 



EXPLANATION OF LESSON SIX. 



The numbers in the colored spaces 
represent all the 7^estilts of the mviltipH- 
cation tables ending in SIX. 

DRILL. ; 

Repeat each line with its accompany- 
ing rhyme. 

In the line having 16 for a result, 
repeat, the ^next line before saying the 
rhyme. * 

GESTURES. ' 

a Lean toward the left on the word 
-titer 

b Lift left hand, in which should be 
a flower, on the word ''part!' 

c The eyes should also rest upon the 
flower. 

d Finish rhyme in same position. 
Suggestions ft)r an Object Lesson.. 



a A lesson in botany. 

24 



LESSON SIX. 





' 




- 






6x1 

. ■ 


8x2 


3?I2 






♦' 


3x2 


4x4 


4x9 










6x6 


7x8 


11x6 


12x8 


6 


16 


36 


56 


66 


96 


A part of a flower is 
the calix. 



CALIX. 

■ 25 



EXPLANATION OP LESSON SEVEN. 



f 



The numbers in the colored spaces 
represent all the results of the multiplica- 
tion tables ending in SEVEN. 

DRILL. 

Repeat each line with its accompanying 
rhyme. 

GESTURES. 

a Step to the right on the word 
'' classes!' 

b Raise right arm on words ''of 
numbers odd!' 

c Raise left arm, in which should be 
the hoop, on words ''and even!' • 

d The figure 10 is thus formed by 
this gesture. • 

Suggestion for an Object Lesson. 



The science of numbers, etc. 

26 



LESSON SEVEN. 



«. 




1. 


■I 

7x1 


9x3 


1 1x7 


'7 

i. 


27 


77 1 


Classes of numbers 
odd and even. 



EVEN 



27 



EXPLANATION OF LESSON EIGHT, 



The numbers i^n the colored spaces 
rt'prtstnt all the results of the multipli- 
cation tables ending in EIGHT. 

DRILL. 

Repeat each line with its accompany- 
ing rhyme. . 

In the line having 18 for a result, 
repeat the next line before saying the 
rhyme. 

GESTURES. 

a The right hand raised as though 
holding a cup on. words ''a drink!' 

b Slowly pass to lips on^ words ''of 
hemlock!' 

c Touch the lips on the word ''fate!\ 

d Remain in this position while 
mentally counting four. 

' Suggestions for an Object Lesson. 
a Philosophy. ^ 
b Philosophers. 

28 



LESSON EIGHT. 



8x1 


3x6 




8x6 




^ 


2x4 


2x9 


7x4 


4^2 


8x11 


9^12 
108 


11 


18 


38 


48 


88 


A drink of hemlock 
was Socrates' fate. 

• 

V 



FATE, 

20 



EXPLANATION OF LESSON NINE 



The numbers in the colored spaces 
represent all the results of the multiplica- 
tion tables ending in' NINE. 

/ DRILL. 

Repeat each line with its accompanying 
rhyme. 

GESTURES. 

a Touch the red ribbon on the hoop 
on the word "redJ' Lean toward the 
left. 

b Lean toward the right and touch 
the blue ribbon on the word ''blue!' 

c Finish rhyme in sanle position. 
Suggestions for an Object Lessen. 



a The science of colors. 
b Art and artists. 

30 



LESSON NINE. 









/ 


N 






^ 


3x3 






J ■ 


0x1 


7x7 


11x9 




9 

■ a 


49 


99 




* 

For purple, red and 
blue combine. 



COMBINE 

31 



EXPLANATIOir OP LESSON TEN. 



The riumbef:s in the colored spaces 
represent a// //^^r^j-^/Z^i- .of the multipH- 
c'ation tables ending in TEN. 

DRILL. 

* 

Repeat each line with its accompany- 
ing rhyme. 

GESTURES. 

a Fold hands upon the breast and 
bow the head on the words ''the Indians 
'^ friend y. 

b ' Finish rhyme in same position. 
Suggestions for an Object Lesson. 



a A; talk about Pennsylvania. 

d Quakers, *etc. 



32 





LESSON TEN. 




10x1 








2x5 


11x10 






E 


iio^l 


1 


The Indians' friend 
was William Penn. 

1 __j 



PENN 

83 



EXPLANATION OF THE TEEN LESSON 



The numbers in the colored spaces 
represent all tJu r-s-::':s of the miiltiphca- 
tion tables ending m TEEN. 

DRILL. 

Repeat each line with its accompanying 

rhyme. 

GESTURES. 

d Point to the blue ribbon on the 
hoop or : e word./*M^i" Lean toward 
the* left. . 

b P nnt to the yelloAv nbbbn on the 
^'OvA "yellow " Lean toward the right. 

Finish rh^'n^.e ::: -?-!ne position. 
Suggestions for an Object Lesson. 



a Terms applied to art. 

^ Different kinds ^f paintino-. 



C.L 



, *' 


'TEEN LESSON. 


■> 




' 


If \ 


1 




\ 




) 


t 


f 


8x2 


3x6 


2x7 


5x3 


4x4 


2x9 


r — ^ 
14 


■ 


18 


Blue and yellow make 
the green. 

« 



GREEN 



EXPLANATION OF THE CIPHER < 
LESSON 



The numbers in the colored spaces 
represent all the results of the multiplica- 
tion tables ending in NAUGHT. 



DRILL. 

This rhyme should be repeated be- 
fore each Hne. 

GESTURES. 

a The rlo^ht hand raised with the 
hoop on the words ''the cipher !' 

b Head and hoop hanging down on 
words ''no rhyme is in ottr drill!' 

c Hoop raised with the right hand 
on words ''with naitghtl' 

d Stamp with the right foot on the 
w^ord "will!' 

3G 



CIPHER LESSON. 



X 




o 
o 


We are the cipher lesson. 

No rhyme is in our drill. 

But though we end in naught, 
We do succeed and wz//. 


^^ ■ 


X 


o 


( 


X 


O 
00 


• 


s 


'goIto 


X 


Ol 

X 


X 




o 
o 


X 


X 


X 


X 


o 

O 


X 


X 


"x 


X t ^ 



37 






GESTURES FOR THE TWELVE NUMBEJ^S 

' \ 

(a) , The first pupil on the right of the first row 
says 07te, at the same time raising £race/2i/fy the right 
hand — the pupil remains in that positi^on — while .the 
second pupil says ^wo, and raises the hand remaining in 
that position. In the same manner the pupils repeat the 
number that falls to them unti! the twelfth pupil . says 
/z£/^/z/^— then all repeat the words: By te7i miUtiply at' 
sigJii. . " 

{b) Raise the hoop with the left hand on the 
\^ord^ '\a cipher y i 

{c) N. B. The gesture forms the figure ten. 

[d) Begin with the next pupil and continue as 
before. • 



LESSON OF TWELVE NUMBERS, 



'. 




By ten multiply at sight, 
By placing a cipher 
On the right. 


' 


G^ 








o 




a 




00 




i> 


' 


CO 


' 


o 




^ 


«.=.„_« 


CO 


(» 







QUESTIONS PERTAINING TO MULTIPLI- 
CATION. 



1 What Is multiplication ? ' / 

2 What are the factors ? 

3 What is the multiplier ? 

4 What is the multiplicand ? 

5 What is the product ? 

* 6 What is the. sign of multiplication ? 

7 What is the sign of multiplication called ? 

8 What is the proof qf multiplication ? 

9 What is the answer in multiplication called ? 

10 If you have the product and the multiplier, 
how do you find the multiplicand ? 

11 If you have the product and multiplicand, how 
do you find the multiplier ? 

12 How do you find the product ? 

13 Which number do you multiply ? 

14 What is the number called that you multiply 
by? ■ ■ 

15 In multiplying the first figure of the multipli- 
cand by the first figure of the multiplier, where is the 
first figure of the result written ? 

39 



1 6 If after multiplying the first figure of the 
multiplicand by the first figure of the multiplier, the re- 
sult consists of two figures, what do you do ? 

17 What do you understand by ''carry T 

18 What do you understand by tne first figure 
of the multiplier or multiplicand ? 

19 What are the different products obtained from 
multiplying of the multiplicand by more than one figure 
called? - 

20 On what principle does multiplication de- 
pend ? 



KEY TO QUESTIONS PERTAINING TO 
MpLTIPLICATION. 



1 Multiplication is the process of finding the .pro- 
duct of two numbers. 

2 The multiplier and the multiplicand, 

3 The multiplier is the number that we multiply 
by. 

4 The multiplicand is the number that we multi- . 

ply- 

5 The product is the result obtained by. multiply- 
ing the multiplicand and multiplier together. 

6 X. 

7 The sign of multiplication is called '* dimes' 

8 One of the proofs of multiplication i^ .the 
quotient of the product divided by either factor; if the re- 
suit is the, other factor the work is correct. 

9 The answer ih multiplication is called the 
product. 

10 By dividing the product by the factor given 
you. 

1 1 By dividing the product by the factor given 
you. 

41 



12 We find the product b)^ multiplying the multi- 
plicand and multiplier together. 

13 We multiply the multiplicand. 

14 The number that we multiply by is called the 
multiplier. 

/ V 

. 15 Directly under th-e figure that you multiply by. 

16 We write down the figure on the right-hand 
side and carry the figure on the left-hand side. 

17 By '/carry" we mean the adding of the figure 
to the next result of multiplication. 

18 The first figure of the multiplicand or multi- 
plier is the one on the right-hand side. 

19 Partial products. 

20 Addition. 



RHYME FOR SUBTRACTION. 



1. We are a rule most sad to state, 

We never can be glad ; >: 

For we must always take away 
Whatever can be had. 

2. Now when we can't subtract, 

We borrow what we lack, 
The Minuend lending us one, 

If the Subtrahend y^^Lys it back. 

Or, 

Now when we can't subtract. 

To borrowing we confess, 
The next figure of the Minuend 
Appearing as just one less. 

3. Subtraction has companions three, 

Miitttend, Subtrahend, Remainder we see, 
The Minuend, as the greater, is known, 

The less ^^<5/r^>^^/2<3f underneath is shown. 

4. The Remainder or Difference 

Tells what is left, 
And shows where 'the;; answer 
In Subtraction is kept. 



5- Subtraction's sign is this — 

It means that we take away, 
And when speaking of this level line, 
We always Minus say. 

6. We are a rule most sad to state, 
We never can be glad ; . 
So many^never pay 

For the one that they have had. 

Or, 

We are a rule most sad to state, 
Oh, why ! you'd never guess, 

'Tis just because -some will not see 

- • \ 

The Minuend's figures less. 

REMARKS. 

a The two parts of verses 2 and 6 illustrate the 
two different methods of subtraction. 

\b) A little wooden wand gilded and trimmed with 
ribbons is very pretty used in the recital of "The Sub- 
traction Rhyme." 



CxESTURES FOR THE SUBTRACTION 
RHYME. 



{a) In a standing position, with drooping heads, 
repeat sadly the first Hne of the first verse. 

(d) Raise wand slowly with the left hand to the 
level of the eyes and place right hand on the end while 
repeating sadly the second line. 

(c) Make a downward motion with the right hand 
on the words ''take away'' 

\d) Replace right hand on the wand on the word 



2ND VERSE. 

" . ■ S 

{e) Make a downward motion of the right hand 
on the word ''borrow^ 



(/) Raise the wand above the level of the eyes on 
the word " minuend^ 

m. 

' {g) Lean toward the right, raising *" the. forefinger 
of the right hand on the word '' oiie'' 

45 



{h) Wave the right hand under the wand on the 
word ''subtrahendy 

2ND PART OF 2ND VERSE. 

(i) Place both hands on the wand while repeating 
the first Hne. 

(y ) Make a downward motion with the right hand 
ovl \ki^ ^orA '\borrowingr 

(k) Ppiri to the wand with decision on the word 
*' figure.'' 

(I) Raise the forefinger of the right hand on the 
word "one.'' 

3RD VERSE. 

(m) In ah erect standing position with hands at 
the side, the wand being held in the left, repeat earnest- 
ly the first line of the third verse. 

(n) Raise the wand with both hands to above the 
level of the eyes on the word " minuend." 

(o) Lower the wand to the level of the eyes on 
the word " sud^ra/iend." • 

(/) Lower the wand to the level of the knees, at 
the same time bending the body and stepping back 
with the right foot on the word 'V^?;/^2;/^<^r." r - . 



(r) Raise the wand gracefully with the left hand 
to above the level of the eyes, at the same time bend- 
ing the body toward the left, on the word '' minuend y 

{s) Wave right hJhd under tke wand, on the word 
'' unde7^neathy 

4TH VERSE. 

(^) The same as gesture/ and "droop the head. 
y^) Raise the. head on the word '' answer T 
{v) Make a graceful bow, bringing the right foot 
back on the word ^' siibtractiony 

5TH VERSE. ^ 

{m) Hold up the wand with both hands on the 
word '' signy 

{x) Make a downward motion with the right hand 
on the words '' take away.'' 

(y) Replace right hand on the wand on the word ^ 
''line.'' ' ' 

{z) The same as gesture v on the word *' minus. • 

s 

6th VERSE. 

(7) The same as gestures {a) and (d). 
{2) Shake the head on the words ''so inany." 
(j) Stamp with the right foot on the word "fiever." 
{4) Bending the body gracefully to the left, raise 
the forefingef of the right hand on the word ''one." 



47 



2XD PART OF TliE 6tH VERSE. 

(5) The same gestures as a and b. 
{6) Bend the body gracefully to the right, place 
the wand against the right cheek on the word '' whipy 

(7) Wave the left hand to the audience on the 
word '' some!' 

[8) Lift up the wand gracefully on the word 
'' mimtendsy ^ 

{g) The same as gesture v on the word " lessT 
RHYMES f6r subtraction. 



{a) Subtraction is no process new, 

'Tis finding the difference between numbers two. ^ 

(b) If the Afimiejid IS in sight, ' , 

Subtract to get the answer right. 

{c) If' Subtrahend 2Sidi Reniai7idei^ before you come : 
Carefully seek to find their Sinn. 
48 



RHYMES FOR DIVISION 



ia) 'Division can also three names sender 
Divisor, Quotient and Dividend ; 
The Qtiotient is the answer true, 
Divide to get it you must do, 
The Divisor is what you divide by, 
The Dividend to divide you try. 

HOW TO PROVE DIVISION. 



, {a) Prove Division this easy way, 

The Divisor times the Quotient say ; 
Add in the Remainder if any you see, "* 
The result the Dividend ought to be. 



The Only Complete Seasoiiing. This Seasoning 




Manufacturers of PURK »PiCES, 



is a Perfectly Pure Com- 
bination or "Bouquet"of 
a variety of the Finest 
Sweet Herbs and Spices 
in granulated form, pro- 
portioned to produce an 
a.ppetiz\ng seasoning or 
flavor in Soups and 
Gravies, and in the 
Stuffing or Dressing of 
Roast Turkey and all 
Roasted Fowls, *Fish, 
Ganie, Stuffed Joints, 
Mock Duck, Roast Pork, 
Roast Veal and Oysters, 
It 15 economical, f.or 
with it stale bread can 
be made into a desi/able 
dish without meat of any 
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Sprinkle i£ on Fresh 
Pork, Lamb Chops, 
VealjEggs and Oysters, 
when frying. 

Full directions and 
various recipes in each 
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For sale by Grocers in 
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IT© will pay ONE 
HUNDRED nOLLABS 

Seward for ah ounce of 
adult fir at ion found in. 
our Horse Shoe Brand 
Ptire Spices and Season- 
ing. 

Hatch & Jenks, 

Buffalo, N. Y. 



MARSHALL & 'NEWMAN 



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DEALERS IN 



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Boots, ^ Shoes * and^^ Rubbers, 



514 MAIN STREET, 



.IBTLJIT 



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A Large Stock of Most Excellent Goods at Moderate 

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ESTABLISHED 1868. 



THEBAUD BRt)S., 

FFenGh stearn Glear|ifig_MfL0Yeing, 



Main Office, 403 MAIN STfi 



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-BI^jfl^IiTCIIEiS, 



347 Connecticut Street, cor. 13th. 

■ ■ ® 



299 Erie Street, Cleveland. 
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Ladies' and Children's Dresses Cleaned or Dyed, all made up 
or apart. - - 

Ladies' Fine Dresses, Plushes, Household Articles, Cleaned 
by our New Dry Cleaning Process. (This is a very valuable process 
where the goods are not too badly soiled.) White Furs Beautifully 
Cleaned. Silks Dyed by New Process. 

Gents' Clothes Handsomely Cleaned and Dyed. 




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M. p. GHAREY 3^ G0. 

818 MAIN ST., 

-RENOVATE ALL KINDS OF- 

Featt]er & Hair Mattresses 

And make tlicm equal to new. 

We have every variety of Bedding for sale from 
the cheaper to the very best. 

We have a good li,ne of Brass and Iron 
Bedsteads, as well as wooden ones. 

WeM.ke a Specia'ty of Hdir Matiresses. 

Wc will do he I til- than the cheapest and the 
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T5 LEPir-O^-F 10 9 . 



ArithrnetiGal Rales in RhY^e. 

BY MISS 'LIZZIE STANLEY MARTtN. ■• '~ 

PUBLISHED AND FOR SALE BY' PETER PAUL & BRO. 



Copies of Testimonials received. 



^ - , Buffalo, N. Y., June 2 1S91. 

3/7 ss Lizzie Stanley Mariyn: 

I have examined your little work entitled "Arithmetical Rules in Rhyme" and 
think it is well named. It is "catching," and I believe will supply a need long- 
felt in the school room.. It makes the study of numbers attractive because any rule 
coupled with a rhythmic "Jingle" is always long remembered. , . 

Most respectfully, 
- \. . J. F. Crooker, 

Superintendent. 

Buffalo, June 16, 1S91. 
My dear Miss Mariyn: . . ' . 

I take great pleasure in bearing testimony to the .excellence of your little book. 
We have made a practical use of it in the fourth grade of our school and have clearly 
demonstrated its usefulness, particularly in problems involved in sodding areas, 
walling excavations, plas ering rooms and laying carpets. The jingling rhyrne ac- 
companying the solution of problems makes the task both of teacher and pupil 
easier. To say that "it fills a long felt want" is ooly one way of -expressing our 
appreciation of the originality of your work. 

. Very sincerely yours, ^ 

' Margaret Carr, 
• Dep't Principal Grammar 

ijchool No. 35. 



/ma5 (iifts ,. „. ...^^g. 




LLENBRUCH'S, 

LEADING OPTICIAN, 

274 MAIN STREET. NEAR SWAN. _/- 

DON' T WE A R MISFIT GLA S^SES. 

COLID Gold Spectacles and Eye- 
' Glasses, from $3.00 up. 

Eyes Tested and Correctly Fitted. 

/-\PERA GLASSES, Latest Styles,i5^uminum, 
^-'^ Pearl and Leather. A Fine Pearl at $5. 

X/f AGIC LANTERXS, Toy Steam Eng:nes, 
an immense Stock. 

DAROMETERS, Thermom|ters, Micros', 
copes, Graphoscopes, Reading Glasses, 
Etc. 

Also a Full Line of Fine "Kodak" Cameras, 
Call and Examine them. 




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